Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance

By David D. Qian, M. Schedl. 2004

259 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory, Evaluation & Benchmarks

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lars Stenius Stæhr
2. Xian Zhang
3. Songshan Zhang
4. Alla Zareva
5. N. Schmitt
6. John Garras
7. Janice T W Ng
8. Dong Yu

In Language and Linguistics

1. Lars Stenius Stæhr
2. Xian Zhang
3. Songshan Zhang
4. Alla Zareva
5. John Garras
6. Janice T W Ng
7. N. Schmitt
8. E. Peters

In Literature and Literary Theory

1. John Garras
2. Lars Stenius Stæhr
3. Dong Yu
4. Xian Zhang
5. Songshan Zhang
6. Janice T W Ng
7. N. Schmitt
8. Chunmei Pan

In Evaluation & Benchmarks

1. Lars Stenius Stæhr
2. Dong Yu
3. Claire Cardie
4. Xian Zhang
5. Songshan Zhang
6. Xi Zhou
7. Yuwei Wu
8. Zhuosheng Zhang

Citations in the corpus

• Dual Co-Matching Network for Multi-choice Reading Comprehension (2019, background): “tails), inference (reasoning ability), main (main idea), attitude (authors attitude toward a topic) and vocabulary (vocabulary questions) (Lai et al., 2017; Qian and Schedl, 2004).”
• Improving Machine Reading Comprehension with General Reading Strategies (2018, background): “…), inference ( reasoning ability ), main ( main idea or purpose of a document ), attitude ( author’s attitude toward a topic or tone/source of a document ), and vocabulary ( vocabulary questions ) (Qian and Schedl, 2004; Lai et al., 2017) and annotate all the instances of the RACE development set.”
• RELATIONSHIP BETWEEN LEXICAL COMPETENCE AND LANGUAGE PROFICIENCY: Variable Sensitivity (2005, background): “…Henriksen, 1999! or, possibly, four global dimensions ~quantity, quality, receptive-productive control, and lexical organization; Chapelle, 1998; Qian & Schedl, 2004! for describing the overall state of L2 learners’ vocabulary knowledge+ According to Meara ~1996!, the first two dimensions offer…”
• VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “It is now commonly recognized and empirically supported that vocabulary knowledge is “a major direct factor in reading comprehension” (Qian & Schedl, 2004 , p. 28).”
• The Word Associates Format: Validation evidence (2011, background): “In its present realizations, it is unlikely to be robust enough to become part of high-stakes standardized tests as Qian and Schedl (2004) suggested.”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Among various descriptive frameworks of VK, one of the most well-known frameworks is Anderson and Freebody’s (1981) concept of vocabulary breadth and vocabulary depth (Qian, 1999, 2002; Qian & Schedl, 2004; Vermeer, 2001; Wesche & Paribakht, 1996).”